Foreign language syllabus design in military education conference Paper

2 
METHODOLOGY
We pursued a mixed methodological approach which ensured data collection from three different 
resources.
2.1 Semi-structured interviews 
Semi-structured interviews were conducted in June 2018 in which 12 internal teachers of English 
preparing students in courses at the intermediate level took part. The teacher interviews included 
questions related to their preferred textbooks used in the courses, whether they were easily accessible 
for preparing lessons and whether preparation was time-consuming. Teachers were also asked if they 
preferred combining different textbooks in the lessons and how suitable the textbook content was from 
the standpoint of grammar, vocabulary, and language skills.

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On the basis of the interviews, a list of the textbooks used was elaborated. In intensive and refresher 
courses, the following textbooks were used: New English File Pre-intermediate (NEF PIM), New 
English File Intermediate (NEF IM), Straightforward Pre-intermediate (SF PIM), face2face Pre-
intermediate second edition (F2F PIM), face2face Intermediate second edition (F2F IM), English File 
Pre-intermediate third edition (EF PIM), and English File Intermediate (EF IM). In upgrade courses, 
students were taught according to English Result Intermediate (ER IM), Talking Points (TP), and 
English File Intermediate (EF IM). In combined courses, teachers used English File Intermediate (EF 
IM), English Grammar in Use Pre-intermediate (EGU PI), English Vocabulary in Use Pre-Intermediate 
and Intermediate (EVU PIM, EVU IM). 
All respondents stated that the above-mentioned textbooks were easily accessible for preparing 
lessons and the system of combining different textbooks was convenient. None of the respondents 
reported lesson preparation as being time-consuming, and all expressed appreciation for the ability to 
supplement their own teaching materials.
Concerning the content methodology, these textbooks were utterly suitable for language skills 
development as well as for language means development, as they entirely respect modern 
approaches to foreign language teaching.
All teachers strongly believed that the classes should be complemented with consultations. The most 
frequent perceived problems in the teaching and learning processes we
re related to students’ low 
level of entrance English proficiency. Thus, the teachers agreed on designing a three-phase syllabus 
for intensive courses, two-phase syllabi for upgrade and refresher courses and a single syllabus for 
combined courses. 
During the interviews focused on whether the used textbooks were suitable from a content point of 
view, teachers agreed on carrying out a content analysis of their favourite textbooks in order to obtain 
relevant and complete data.